scholarly journals Perception of Physical Education Teachers on Adaptive Physical Education In Inclusive School

2018 ◽  
Vol 2 (1) ◽  
pp. 67
Author(s):  
Donni Prakosha ◽  
Agus Kristiyanto ◽  
Gunarhadi Gunarhadi ◽  
Abdul Salim ◽  
Sunardi Sunardi
Keyword(s):  
Special Education ◽  
Physical Education ◽  
Special Needs ◽  
Quantitative Research ◽  
Physical Education Teachers ◽  
Students With Special Needs ◽  
Teachers Perceptions ◽  
Adaptive Physical Education ◽  
Inclusive Schools ◽  
Inclusive School

<p>Physical education is an important thing to teach in an effort to maintain health. In the term of special education, adaptive physical education is very necessary in teaching physical education for students with special needs. The main purpose of this study is to determine the perceptions of teachers, especially special teachers, on adaptive physical education in inclusive schools. This study is a descriptive quantitative research involving 15 teachers in Surakarta. Data was collected using questionnaires using 4 Likert scale.The results showed that teachers’ perception on the purpose of adaptive physical education was high for 70%. Meanwhile, teachers’ perception on the implementation of physical adaptive education was high for 62%. However, teachers’ perception on the adaptive physical education materials was moderate for 56%. Also for the assessment in adaptive physical education, teachers’ perception was moderate for 58%. In terms of the physical adaptive education tools, teachers’ perception was high for 81%. The result of this research can be used to develop the nature of adaptive physical education itself, especially in inclusive school. By knowing the teachers’ perceptions on adaptive physical education, some parties can determine which parts are lack and need to be developed, especially in adaptive physical education</p><p> </p><p><strong>Keywords</strong>: <em>Perception of teachers, adaptive physical education</em></p>

scholarly journals ANALYSIS OF ADAPTIVE PHYSICAL EDUCATION LEARNING IN THE COVID-19 PANDEMIC PERIOD AT KETAPANG DISTRICT

2021 ◽  
Vol 13 (1) ◽  
pp. 103
Author(s):  
Ade Rahmat
Keyword(s):  
Elementary Schools ◽  
Data Analysis ◽  
Physical Education ◽  
Adaptive Learning ◽  
Quantitative Research ◽  
Survey Method ◽  
Physical Education Teachers ◽  
Online Questionnaire ◽  
Students With Special Needs ◽  
Adaptive Physical Education

Covid-19 has a real impact on the learning activities of Physical Education subject teachers in the Ketapang Regency. This study aims to describe the circumstances or conditions regarding the implementation of physical education learning for students with special needs (Adaptive Physical Education) during the Covid-19 pandemic in the Ketapang Regency, West Kalimantan Province. This research is research with a quantitative approach with a survey method. The sample in this study were physical education teachers in Ketapang Regency, totaling 14 teachers from 14 elementary schools from all physical education teachers in Ketapang Regency who carried out Adaptive learning. The research instrument used in this study was an online questionnaire using a validated google formula. The data analysis used in this research is descriptive quantitative research data analysis. Based on the results of the study, there were 14 elementary schools from 7 districts in Ketapang Regency which implemented adaptive physical education during the pandemic. 92.86% of teachers have been guided by the subject curriculum, 60.71% of respondents thought that the 2013 curriculum, 80.36% of Physical Education teachers made Prota instruments, while 73.21% had made Promes, and 76.79%. Making RPP with format 1. It is concluded that Adaptive Physical Education Learning in Ketapang Regency has been implemented online, where there are still obstacles, namely difficulties with an internet connection, low adaptive physical education learning assistance by parents, and the lack of ability to modify learning methods during the Covid-pandemic. So that learning becomes less effective.

Inclusive Classes in Physical Education: Teachers' Difficulties

2016 ◽  
Vol 19 (1) ◽  
pp. 25-33
Author(s):  
Gabriela Gallucci Toloi ◽  
Eduardo José Manzini ◽  
Diego Machado Spoldaro ◽  
Lucas Ventura Zacarias
Keyword(s):  
Physical Education ◽  
Focus Groups ◽  
Special Needs ◽  
Analysis Data ◽  
Physical Education Teachers ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Verbal Interactions ◽  
Inclusive Settings ◽  
Interview Guide

Abstract The successful inclusion of students with special needs in physical education classes requires much planning and preparation. Lack of preparation of physical education teachers working in inclusive settings in Brazil has demonstrated the need for specialized training in strategies for implementing inclusion. The goal of this study was to identify, through self-reporting, common difficulties physical education teachers experienced while teaching children with special needs in inclusive environments. Two focus groups of physical education teachers who taught children with special needs were interviewed to provide data. Focus groups met twice for an average of two hours each meeting. An interview guide was employed to encourage discussion and idea sharing. Verbal interactions were transcribed and subjected to content analysis. Data analysis identified seven subthemes related to difficulties commonly experienced by the teachers working in inclusive environments: 1) access to diagnoses; 2) physical education syllabus; 3) inclusion and physical education; 4) architectural and administrative barriers; 5) family collaboration; 6) relationships with other professionals; 7) teacher training. Identifying these subthemes of commonly shared difficulties relating to successful inclusion may help guide the development of a training program for including students with special needs in physical education classes.

scholarly journals The attitudine of the typical students towards the inclusion of their colleagues with special educational needs in mass education

Educatia 21 ◽  
2020 ◽  
pp. 21-27
Author(s):  
Nicoleta Raluca Lupu
Keyword(s):  
Special Needs ◽  
Quantitative Research ◽  
Educational Needs ◽  
Teaching Staff ◽  
Mass Education ◽  
Special Educational Needs ◽  
Students With Special Needs ◽  
Inclusive Schools ◽  
Educational Implications ◽  
Teachers Attitudes

he present article is a quantitative research which responds to the following question: what is the attitude of the typical students towards the inclusion of their colleagues with special needs. The attitudes of typical students were measured using a scale designed for this purpose. The results showed a positive attitude towards inclusion. The attitude was also influenced by factors such as gender. Through the paper "Educational Implications of Game in Students with Special Educational Needs from Inclusive Schools", a new way of inclusion was suggested, the inclusion through game addressed to the whole community. The key groups involved in the inclusion process and the proposed objectives for each target group are thus presented: teaching staff: 1) identifying teachers' attitudes towards the integration of the students with special needs in mass education, 2) changing the teachers' attitudes through games; students with special educational needs: 1) designing and testing some forms of support through game; the parents of typical students: 1) identifying the attitudes towards the integration of students with special needs in mass education; typical students: 1) identifying the attitude towards the integration of students with special educational needs in mass education

scholarly journals How Do Regular Students in Inclusive Primary Schools Interpret the Term of 'Students with Special Needs'?

2020 ◽  
Vol 7 (2) ◽  
pp. 249-254
Author(s):  
Ossy Firstanti Wardany
Keyword(s):  
Special Needs ◽  
Primary Schools ◽  
Students With Special Needs ◽  
Negative Perception ◽  
Disability Awareness ◽  
Positive Attitudes ◽  
Inclusive Schools ◽  
Inclusive School ◽  
Definition Of ◽  
Regular Students

A positive perception toward the student with special needs required to build positive attitudes and behaviours in inclusive schools. The aim of this study is to determine the perception of regular students in inclusive primary schools toward students with special needs. This study is a survey and the participants are 146 regular students in inclusive primary school. The study used questionnaires. The results show that only 35% of regular students who know and can interpret the definition of the student with special needs into the text. Most students interpret based on what they see, such as a physical problem, low academic achievement or help by shadow teacher. There are still misconceptions, stereotypes, and negative perception toward students with special needs. It suggests for the teachers in inclusive school for increase disability awareness to overcome the negative perception.

scholarly journals Investigating theattitudes of special educated physical education prospective teachers towards disabled people

2020 ◽  
Vol 24 (1) ◽  
pp. 11-18
Author(s):  
Emrah Aykora ◽  
Sinan Uğraş
Keyword(s):  
Special Education ◽  
Physical Education ◽  
Special Needs ◽  
Prospective Teachers ◽  
Structured Interview ◽  
Attitude Scale ◽  
Students With Special Needs ◽  
Significant Difference ◽  
The Disabled ◽  
Quantitative Sample

Purpose: It’s aimed in this study to investigate the attitudes of physical education prospective teachers who had special education lessons towards disabled ones. Material: The quantitative sample of the study consisted of 214 [n = 84 female, n = 130 male] physical education prospective teachers and the qualitative sample consisted of 19 physical education prospective teachers. Data collected with Findler, Vilchinsky and Werner (2007), “Multidimensional Attitude Scale for the Disabled” and which is adapted in Turkish according to Turkish culture by Yelpaze and Türküm (2018), and with a semi-structured interview form. Independent sample t test and one way anova were used in the analysis of quantitative data. Descriptive and content analysis used for qualitative data analysis. Results: There is no significant difference according to gender and being close to individuals with special needs. It is found that there is a difference between thoughts and behaviors according to the experiences of having special education and students with special needs. In the qualitative part of the research, the theme was “Inability to describe emotions”,“ Positive attitude”, “Feeling benefical” and “Insufficient attention”. Conclusions: It is clear from the study that having special education and experienced with special needed people effected thinking attitudes of prospective teachers. However, a decrease concluded about behavior attitudes then after having special education and experiences with disableds. Qualitative findings explain those results like content and extent of special education is not good enough.

scholarly journals The Implementation of Inclusive Education for Students with Special Needs in Indonesia

2011 ◽  
Vol 2 (1) ◽  
pp. 1-10 ◽  
Author(s):  
, Sunardi ◽  
Mucawir Yusuf ◽  
, Gunarhadi ◽  
, Priyono ◽  
John L. Yeager
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Selection Process ◽  
Student Body ◽  
Special Equipment ◽  
Students With Special Needs ◽  
Institutional Management ◽  
Inclusive Schools ◽  
External Supports

Over the last decade, inclusion has become a world trend in special education. In response to that trend, the Indonesian government has adopted a progressive policy to implement inclusive education. The aim of this research is to describe the implementation process by focusing on the institutional management, student admission/identification/assessment, curriculum, instruction, evaluation, and external supports. The sample consisted of 186 schools with a total student body of 24,412, 12 percent of which (3,419) were students with special needs. In those schools, there were also 34 gifted students (0.1 percent). Of all the students with special education needs (SEN) students, 56 percent were males and 44 percent were females. The results showed, in terms of institutional management, that the majority of inclusive schools had developed strategic plans (for inclusion), legally appointed coordinators, involved related and relevant parties, and conducted regular coordination meetings. However, there were still many schools that had not restructured their school organizations. In terms of student admission/identification/assessment, 54 percent of schools set a quota for SEN students. Only 19 percent applied a selection process in student admission, half of which used different procedures for SEN candidates. Approximately 50 percent of inclusive schools had modified their curriculum, including a variety of standards. In terms of instruction, 68 percent of inclusive schools reported that they modified their instructional process. Only a few schools, however, provided special equipment for students with visual impairment, physical impairment, speech and hearing problems, and autism and gifted and talented students. In a student evaluation, more than 50 percent reported that test items, administration, time allocations, and students’ reports were modified. For the national exam, this number decreased dramatically. Finally, external supports in the forms of funding, coaching, and facilities were mostly provided by provincial governments and by the Directorate of Special Education.

scholarly journals Budaya Inklusif dalam Komunikasi Pendidikan Anak (Stud Etnografi Komunikasi pada Sekolah Dasar Inklusif di Bandung)

2020 ◽  
Vol 13 (2) ◽  
pp. 319-330
Author(s):  
Ike Junita Triwardhani
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Social Intelligence ◽  
Cultural Development ◽  
Education For All ◽  
Special Needs Children ◽  
Community Group ◽  
Students With Special Needs ◽  
Inclusive Schools ◽  
Inclusive School

Inclusive education is education for all; it is a form of resistance to discriminatory treatment in education through the provision of effective education for all children. In inclusive schools, children with normal conditions will learn together with special needs children. Normal students in inclusive schools will learn to build sensitivity and develop their social intelligence, while students with special needs learn to build confidence and develop more of their abilities. This paper aims to analyze and map the cultural development in the implementation of inclusive education for children. The case chosen is an inclusive school in Bandung which implements inclusive education. This paper uses ethnographic of communication method by tracking communication patterns established from the interactions of actors in a community group, namely communication between normal students and special needs students in inclusive schools. Field data explain that the interaction process results in an inclusive culture that develops in schools. The results show that inclusive cultures built are giving opportunities and trust, helping spontaneously, reminding each other, respecting personalities, building discipline, developing tolerance, and carrying out all activities based on religious precepts. The culture built in an inclusive school produces harmony in the implementation of learning by accommodating the diverse needs of students.

The Analysis of Regular Students’ Parents Perception Towards Inclusion Program

2020 ◽  
Vol 3 (1) ◽  
pp. 140-148
Author(s):  
Vania Martha Yunita ◽  
Abdul Salim ◽  
Sunardi Sunardi
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Government Programs ◽  
Students With Special Needs ◽  
Inclusive Schools ◽  
Inclusive School ◽  
Filling Method ◽  
The Subject ◽  
The Government ◽  
Regular Students

Abstrak: Program pendidikan inklusi merupakan salah satu program pemerintah yang sedang digalakkan di Indonesia. Banyak dampak yang disebabkan oleh program ini, dampak terhadap siswa berkebutuhan khusus, siswa reguler, orangtua siswa berkebutuhan khusus, orangtua siswa reguler bahkan pendidik. Semua mempunyai pengaruh terhadap kemajuan program inklusi, orangtua siswa reguler yang diteliti disini mempunyai andil yang kurang terlihat sehingga perlu adanya penelitian terkait dengan persepsi program inklusi menurut para orangtua siswa reguler. Penelitian ini menggunakan metode pengisian angket dan wawancara sehingga hasil yang didapat tidak menjadi disalah artikan. Hasil dari penelitian ini menyatakan persepsi orangtua siswa reguler terhadap program inklusi sangat positif namun terdapat beberapa temuan terkait dengan kontribusi orangtua siswa reguler terhadap program inklusi. Abstract: The inclusive education program is one of the government programs being promoted in Indonesia. There are many impacts caused by this program towards students with special needs, regular students, parents of students with special needs, parents of regular students and even educators. There are also many perceptions related to children with special needs in inclusive schools. All of them have an influence on the progress of the inclusion program. The parents of the regular students studied here have a less visible contribution so there is a need for research related to the perception of the inclusion program for the parents of regular students. This study used the questionnaire filling method and interview with the subject of the parents of regular students in the inclusive school. The results of this study stated that the parents of regular students’ perceptions towards the inclusion program were very positive but there were several findings related to contributions of regular students’ parents to the inclusion program

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